Scholastic averaging devices

ABSTRACT

Grade averaging systems based upon a linear graph principle where a plurality of values are progressively accumulated in relation to the differences between the integer 100 (representing a perfect score) and value of various grades (less than 100) being averaged, more particularly using either graphical means or cards representing graphical means, collecting the cumulative differences and substituting them into a precomputed averaging chart to afford an immediate average of a plurality of grades to the nearest whole number.

United States Patent Lemmons [451 Sept. 19, 1972 22 Filed:

154] SCHOLASTIC AVERAGING DEVICES [72] Inventor: Willie Paul Lemmons, 700 W.

.1 Graham,Shelby,N.C. 28150 Sept. 10, 1970 [21] Appl. No.: 70,947

Related US. Application Data [63] Continuation-impart of Ser. No. 754,121, Aug.

1, 1968, abandoned.

521 u.s.c|.. ..35/48R,235'/61 s11 lnt.Cl. ..G09b 19/00 [58] FieldofSearch ..35/48;235/61,69,86,702

[56] 3 References Cited UNITED STATES PATENTS 3,379,371 4/1968 'Seng ..235/61E 3,559,305 2/1971 Mundell ..35/48 Primary Examiner--Robert W. Michell Assistant Examiner-J. H. Wolff Attorney-Imirie and Smiley [57] ABSTRACT Grade averaging systems based upon a linear graph principle where a plurality of values are progressively accumulated in relation to the differences between the integer 100 (representing a perfect score) and value of various grades (less than 100) being averaged, more particularly using either graphical means or cards representing graphical means, collecting the cumulative differences and substituting them into a precomputed averaging chart to afford an immediate average of a plurality of grades to the nearest whole number.

5 Claims, 14 Drawing Figures PATENTEDSEP 19 I972 SHEI10F4 FIGI' IIIIIIIIIIIIIIIII II IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII II IIIIIIII IIII III IIIIIIIIIIIIIIII .A...A... .....A...A., A. 9s 9s 96 91 97 1 1|||||||x|||| vIII .I: .1 MIN fi fllw 94 I 95 95I96 9s 96Iv1 91 IIIIIIIIIHHUWH[WWIIIIIIIIIIIIIIIIIIIIIIII IIIrIIIIIIIIIaIrII 'u'liz'lua IIII IIIIIIII IIIIIIII II'.... ......I.i salsalsslssIs-zlsaIwIso 'FIIIII II uIsoIsl n||...|||.. w ulfllulu 5'46'41'48 lll llllll IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII sk i rg INVENTOR WILLIE PAUL LEMIIONS m w ATTO EYS PKTENTEDsma I872 3.691.651

sum 3 r 4 M53 H G- 9 #4 /24 For These Number Of 1,199 99 100100100100100100100100100|10011 65 74 79 83 85 87 88 90 91 91 92193 A 59 66 71 74 77 79 81 83 4 85: 4. 56 62 66 69 72 74 76 78 E 5th 66 s TECSC Are You? AVERAGES: P 3 #83 FIG. M6

For These Numbe O1 GraeS #6 I464 2 5 4 5 6 7 s 9 0 11 12 15114 1:199 99 99 99 100100 100 100100100 10010011001 74 79 83 85 87 88 90 90 91 92 93 A 3rd 5 66 74 77 79 81 83 4 I 56 61 66 69 72 74 76 78 E 5th 54 59 63 66 3 71 j These Are Y0u1 AVERAGES 4 Q For These Number Of Grades i 2 5 4 5 6 7 8 9 1 11 12 1314 1.198 99 99 99 99 99 100100100100100100100 65 74 79 82 85 87 88 89 91 92 92 A 3rd 58 65 7o 74 77 79 81 83 84 85 Z 411. 5 61 66 69 72 74 76 78 E 511. v 54 5 63 66 68171 s These Are You? AVERAGES 5 INVENTOR WILLIE PAUL LEMMONS ATTORNEYS I SCHOLASTIC AVERAGING DEVICES CROSS-REFERENCE TO RELATED APPLICATION This application is a continuation-in-part of application Ser. No. 754,121, filed Aug. 1, 1968, entitled Scholastic Grade Averaging Device, now abandoned.

BACKGROUND OF THE INVENTION without sacrificing accuracy. It would also be of value to provide means by which a running average would be attained, and, as well, a permanent record of the grades and averages so that reference may be had thereto as required.

BRIEF SUMMARY OF THE INVENTION This invention relates to apparatus for obtaining a sude'n'ts grade average which is permanent, accurate and requires but little time to notate. Essentially, one embodiment comprises a, grade scale device, a grade record sheet, and a set of grade averaging charts, the devices being so constructed as to afford a simple yet effective manner of recording successive grades so that a running average may 'be taken with little effort. Moreover, the devices are based upon marking off grades on a basis of 100 minus the grade so that little space is required and, additionally, the accuracy increases with increasing number of grades.

Another embodiment comprises a collection of cards having linear scales across the upper edges thereof and retained in assembled relation by suitable means permitting the cards to be turned or flipped with respect to each other, the linear scales across the upper edges being divided and identified by an integer value constituting agrade, and the scales having staggered tabs preferably of different colors to facilitate ready location of the grades being entered, the linear scale values being so arranged as to automatically enter grade values without the use of a grade scale device as in the previously mentioned embodiment and in which each card includes a precomputed grade averaging chart which permits immediate extraction of the average of a plurality of grades to the nearest whole number.

BRIEF DESCRIPTION OF THE DRAWINGS FIG. 1 is a plan view of a grading scale;

FIG. 2 is a plan view of a grade record sheet;

FIGS. 3 and 4 are plan views of averager charts;

FIG. 5 is a perspective view of a book of cards comprising another embodiment of the averaging device of the invention;

FIG. 6 is a perspective view showing the card book of FIG. 5 in an open operative position; and

FIGS. 7-14 are plan views of selected cards from the and collection book of FIGS. 5 and 6.

DETAILED DESCRIPTION OF THE INVENTION As may be seen more clearly in FIGS. 1, 2 and 3, the grading device according to the present invention incorporates a grading scale indicated generally by the reference character 10 in FIG. 1, a grade record sheet indicated by the reference character 12 in FIG. 2, and an averager chart indicated generally by the reference character 14 in FIG. 3. The scale device 10 may comprise a strip of flexible material 16 having indicia uniformly provided thereon beginning with a 0 grade mark 18 and extending to the opposite end to the grade mark 20 with intervening indicia divisions being marked in per centages between 0 and 100 in the fashion indicated.

The grade record sheet 12 is provided with a plurality of horizontally disposed and vertically spaced lines 22, 24, 26, etc., the lines being superimposed in spaced relationship to each other as is shown and being coextensive in length, extending from the right hand starting line 28 to the left hand terminating line 30, and these various lines are identified by the indicia A, B, C, etc. substantially as is shown.

The two elements 10 and 12 are used in cooperation. The first grade is recorded by aligning the 100 percent line 20 of the scale element 10 with the starting point 32 of the line 22 and a mark as at 34 is made corresponding to the percent grade the student receives for this first mark and the fact that this is the first grade is indicated appropriately as designated by the reference character 36 and the grade is also entered as shown. For the second mark, the 100 percent line 20 of the scale 10 is placed at the mark 34 and the next grade is recorded by suitable marking 38 and the number of this grade is appropriately marked as indicated by the reference character 40 and the grade is also entered. This process is repeated for each grade in turn until the length of the line 22 is exhausted, whereupon the next grade is entered on the line 24 such that the distance a plus b equals the distance between the 100 percent line 20 of the scale 10 and the corresponding grade division on the scale and then marking is continued on the line 24 and subsequently on the line 26, as may be needed for the total number of grades entered for the grading period under consideration.

At the end of the grading period, two factors must be known to obtain the students average garde, these factors being the total number of grades entered and the line upon which the last grade was entered. With regard to this, it will be noted that the averager chart 14 is marked with the letter A which is indicated by the reference character 42 and thus, this averager chart corresponds to the last entry being made on the line A of the record sheet 12. The averager chart will be seen to incorporate a plurality of vertically spaced lines 44, 46, etc. and each of these lines is identified by a number in the column 48 corresponding to the total number of grades entered in the grading period. Each of the lines 44, 46, etc. is provided with grade designation indicia thereon as is indicated and the averager chart 14 may be constructed of transparent material so that it may be placed as an overlay on the record sheet 12 instantly to detennine the students grade. This is done in the following manner.

By way of specific example, assume that the grade indicated by the line 50 on line 22 of FIG. 2 was the last grade entered, thus indicating that the averager chart of FIG. 3 corresponding to line 22 (line A) will be used. The marking 52 indicates that the total number of grades is four and this means that the line 54 of the averager chart 14 will be used. The starting point 56 of line 54 is placed on the starting point 32 of the line 22 (line A) and the students grade is noted by the point 51 at which line 50 on the sheet 12 underlies the appropriate point on the line 54.

It will be apparent that the averager chart 14 at its left hand terminus as indicated by the reference character 60 does not extend through the total grade range and it will be immediately apparent that the end point 62 of any line 44, 46, etc. will be the starting point 64 of corresponding lines 44', 46, etc. of the averager chart for the next following line 24 on the record sheet. Thus, to determine the grade average for the grade 65 in FIG. 2 one would use the averager chart 14' of FIG. 4 and the line 66 thereon corresponding to the total five grades entered and at the point 68 the average of 79 percent for that total number of grades would be determined.

To appreciate better the concepts according to the present invention, let a designate the linear length between the marks 18 and 20 on the scaling device 10 of FIG. 1. Then, it will be obvious that the length S of N grades 3 expressed in per cent will be:

which reduces to:

To determine the modulus of the averager chart l4, 14', etc. where the modulus k is the linear distance between the adjacent markings differing by one percentage grade, let g g g g, such that:

3. l\ fg t z ff 0 Thus, the modulus k of the averager chart will equal S"-S, where:

which reduces to:

9. a: 3 Na Therefore:

s S=Na- 33,

which reduces to:

The study of equation 11 will quickly reveal that the modulus k increases in direct proportion to the number of grades to be averaged and this constitutes a primary feature of the present invention, namely, that great accuracy is obtained in grading which increases with the total number of grades averaged. A further feature of the present invention is the fact that the grade marked off on the record sheet is not a linear length of the grade itself but a linear length of the grade subtracted from percent, which means that for each grade entered, the total linear distance normally will be quite short, assuming that the students will more frequently be graded at per centages greater than 50 percent than is the opposite case. The total linear length of the grades, then, does not stretch out over a great distance under ordinary circumstances and a great deal of space is saved. Additionally, the device allows a running average to be made so that the students standing may be ascertained easily at all times 7 For simplicity, it is preferred that the length of the scaling device 10 be equal to the length of the lines 22, 24, etc. on the grade record sheet and of course this also necessitates that the length of the lines 44, 46, etc. on the averager charts will also be of this length since it is needless to provide a greater length for the averager chart lines 44, 46, etc. than is thecase for the lines 22, 24, etc.

It will also be noted that the number of lines 22, 24, 26 of the record sheets and consequently the number of averager charts 14, 14', etc. required bear a direct relationship to the total number of grades N which will not be exceeded in any grading period. And the length L of the scale member 10 to encompass all grades down to zero will exactly be equal to N. The scale member 10 and the averager charts 14, 14', etc. of course will be reussable whereas there will be a record sheet 12 for each student involved, each record sheet bearing all the grade markings of a particular grading period directly on the record sheet which may be identified by a students name, class, or other pertinent information, and there may also be provided an averaged grade indication on this record sheet, thus greatly simplifying the records which are to be kept on each student.

The embodiment of FIGS. 14 is practical and simple to use and is proved effective for the purpose intended. In order to further simplify the averaging procedure, the embodiment of FIGS. 5-14 was conceived. This embodiment, contrary to first impressions, utilizes a linear scale or graph principle and averager charts to provide an average of a plurality of whole numbers to the nearest whole number.

Referring to FIGS. 5 and 6, the grade averaging device is indicated generally at 100 and comprisesa loose leaf binder 102 incorporating in the back I04 a ring binder assembly 106; see FIG. 6. The covers 308 and 110 can be disposed substantially planar on a support surface when the device is being'used.

The ring binder assembly 106 pivotally retains thereon a collection of averaging cards 112 each card representing one unit on a linear graph or scale. The cards include on the upper edges a linear scale 1 14 and therebelow an averaging chart 116. The cards conveniently include holes 118 for accommodating the rings of the ring binder 106. Although the ring binder is a convenient expedient for maintaining the card collection in a usable relationship, it is clearly evident that the collection of cards could be accommodated in other type devices, in acard index file, for example.

There are 102 cards in a collection, the first 5 cards are shown in FIGS. 7-11 and are identified by reference numerals 120-128, respectively. In FIG. 12, card No. 25 is indicated at 130, FIG. 13 card No. 50 is identified at 132, while the last card No. 102 of FIG. 14

is identified at 134.

As previously mentioned, most grades being averaged and recorded will be above the value of 50 where the grade of 100 is a perfect score. Since less values or figures are involved where one keeps track of grades based upon the difference between 100 and the grade, applicant is able to utilize a relatively small space for averaging grades between 50 and 100.

Referring in detail to the linear scale indicia 114 on card 120, i.e., card No. 1, depending from the upper edge of the card are indicia segments 136 defined by mutually parallel lines 138 at approximately V4 inch intervals. It has been found that a card of 4 A X l 1 inches is quite satisfactory. For'the purpose of facilitating flipping of the cards, moving into the collection as the grades are being averaged, alternate segments are of one particular color, white, for example, as indicated at 140 while alternate intervening segments are colored blue and pink, for example, as indicated at 142 and 144, see FIG.7.

Considering FIGS. 7-11, the linear scale 114 has at the extreme left hand edge 146 of the card a vertically extending tab 148 which has the indicia 100 (representing a perfect score) marked thereon. Reading from left to right on the very first card, the segments 136 are numbered from 100 through 50. It will be remembered that the linear graph or scale system of both of the grading devices is'based upon the principle that grades will be averaged according to the difference of the grade and a perfect score. Each card is to be considered the equivalent of one segment 136, and as each grade is entered into the selection of cards, the person using this system always starts from the value lOO and linearly subtracts in a manual procedure the grade being averaged.

Referring to FIG. 8 and card No. 2 as indicated at 122, the No. 2 cardhas a linear scale indicia 114 where the indicia tab 148 has moved one segment to the right, and extends above the upper edge of card 122 and this segment is conveniently colored blue. The segment 50 is now located at the extreme left hand edge 146 of the second card.

In FIG. 9 card No. 3 includes on its indicia scale 114 the vertically extending tab 148 where indicia 100 is moved to the right three segments representing the third card inwardly of the collection. Next, in FIG. 10, card No. 4 has a linear scale 1 14 in which the vertically extending tab 148, has the indicia 100 located inwardly from the left band edge 146., four segments,

while in FIG. 11 card No. 5 has its linear scale 11% so arranged that the tab 148, has the indicia five segments toward the right from the left hand edge 146 Considering FIG. 12, the linear indicia scale 114 has the vertically extending tab 148,, and the segment with indicia 100 thereon located 25 segments to the right; see bracketed portion A, from the left edge 146 This card No. 25 is in the pack of cards and is the 25th card in the pack. Referring next to FIG. 13 and card No. 132 which is the card fifty of the collection, the indicia 148 has the segment with the indicia 100 thereon 50 segments from the left edge 146 as indicated by the bracketed portion B. The 51st card (not shown) has the segment having the indicia number 100 at its extreme right edge just as in card 134, which is the 102nd card, which has the indicia tab 148 immediately adjacent the right edge of 51 segments from the left edge 146 as indicated by bracketed portion In effect, the linear scales 114 and the number of cards in the collection are interrelated so that each card represents one of the segments 136 and as one takes a given grade to be averaged and subtracts it from a perfect score of 100, one moves from the grade 100 on card No. 1 to the grade being averaged and then moves into the pack of cards the same number of segments constituted by the difference between 100 and the grade being averaged. For example, assuming the first grade to be averaged is 99 which is in the segment immediately to the right of the first segment 148 on card No. 1, we first locate indicia 99 and move rearwardly to the similarly colored segment card No. 2. In effect what we have done is subtracted the score of 99 from 100 and the difference is 1 so accordingly we have moved into the collection of cards one card or one increment.

Starting with card No. 2 and assuming the next grade to be averaged is 98, the difference between 100 and 98 is 2, accordingly we move to the next similarly colored card tab which is located on card No. 4, and

you will immediately note that the cumulative sum of the two preceeding subtraction problems is 3 and there are three segments on card No. 4 to the left of segment 100. Calculating the average of 99 and 98, one immediately will determine that the average of these two grades would be 98.5. Referring to card No. 4, and the averaging chart 116 the uppermost row R indicates the number of grades being averaged. Since our problem above included only two grades, the column 2 has immediately therebelow in the line identified by first," the number 99. As mentioned above, the average of 99 and 98 is 98.5, but since the averaging device only gives an average to the nearest whole number the average of 99 and 98 would be indicated on chart 116 as an average of 99. As mentioned above with respect to the embodiment of FIGS. 1-4, the more grades being averaged, the more accurate the device. Carrying the procedure one step further, the next grade to be averaged will be 79 and the difference between 79 and 100 is 21. Since we have already added three segments to our linear scale represented by cards, we move to the card which has a cumulative total to the left of the indicia 100 of 24, i.e., 3 plus 21, this being card 25; see FIG. 12. We have now averaged three grades, 99, 98, and 79, and calculating the average of these three grades where the sum is 276 divided by 3 we get the average of 92. Referring to card No. 25 in the upper line R of the grading chart 116 under N0. 3 in the upper row, we immediately find the number 92 which constitutes the average of the three grades 99, 98, and 79. If the next grade, i.e., the fourth grade, to be averaged is 75, we locate 75 on the linear scale 114 card No. 25 as indicated at F moving inwardly through the collection of cards 24 cards, we end up on card No. 50 which has its indicia tab 148 If one should count the segments in bracket B they would find that there are 49 segments to the left of the segment identified at 100. When adding the differences between 100 and the grades being averaged, i.e., 99, 98, 79 and 75, these differences will also add up to 49. What has been occurring is instead of placing values on a linear scale or graph as in the first disclosed embodiment, the device of FIGS. -14 utilizes cards and a linear scale on these cards to accomplish the same purpose. Calculating the average of the grades 99, 98, 79 and 75, requires the addition of these four grades and the division of the sum by four to obtain the average 87.75 and carrying this to the nearest whole number, the average of these grades would be 88. Contrary to calculating the average, if one refers to card No. 50 and uppermost row R since four grades are being averaged, No. 4 in the uppermost row in the first" line immediately apprises one that theaverage of the four grades involved, without having to previously calculate the same, is 88. The speed at which the average of the four grades involved is obtained is a considerable step forward as compared with arithmatically calculating averages.

The averager charts 116 of the cards l-102 are so calculated that for a given number of grades being averaged, i.e., two to 14 grades, the cumulative average will appear as a whole number on chart 1 16 card No. 1. This is a numerical representation of the averager charts 14 and 14' of FIGS. 3 and 4 of the previously described embodiment, this previously described system requireing a minimum of three grades to be averaged. Instead of having to lay a linear scale along lines 3-14, one immediately extracts the average of a plurality of grades by finding the intersection between the uppermost row of numbers which represents the number of grades averaged, and the intersecting horizontal rows identified as first-fifth at the left hand margin and at the right hand margin passes. The significance of the word passes will now be described and it should be clear that if grades were being averaged and the difference between 100 and these grades exceeded the number 102, the linear scale; 55

or graph being used at 114 would run off the cards. To accommodate for this fact and since we are accomplishing cumulative addition, somewhat similar to an abacus, we must make a second, third or fourth etc. pass through the linear scales identified at 114, etc. For example, lets assume that we are going to average six figures representing grades: 73, 77, 74, 72, and 78. Calculation will reveal the average to be 75. Utilizing the calculating device of FIGS. 5-14, we proceed as follows.

Location of 73 on the linear scale of card No. 1 and moving into the pack to a corresponding colored vertically extending tab, we encounter the next segment with the indicia 100 thereon at card No. 28 which indicates that the difference between 100 and 73 is 27. The next grade to be averaged is 77 and we locate the number 77 on the upper edge on the linear scale, and since the difference between 77 and 100 is 23, we move into the collection of cards 23 cards arriving at the next vertically extending tab in alignment therewith and the cumulative total to the left of this tab 100 should be the sum of the two aforementioned differences, 27 plus 23, or 50. This procedure brings us to card No. 51 of the pack or collection. The next grade of 74 brings us to card No. 77 and the next grade of 76 brings us to card No. 101. Card No. 101 would reveal that for the four grades averaged, i.e., 73,74,77, and 76, the average is Upon reaching card No. 101 and entering the next grade to be averaged, i.e., 72, we find that there are no more cards behind card No. 101 and we must begin to use the linear scales 114 over again. This is accomplished by locating the indicia 74 on the upper linear scale of card No. 101 and moving forwardly to the vertically extending tab in alignment therewith and having the indicia thereon This turns out to be card No. 26 and since we have made one pass we now look in the line second on card No. 27 and in the top row under the No. 5 and find that the average after our second pass, we locate the number 78, move inwardly 21 cards and aligning the second pass row with the No. 6 in the uppermost row indicating the number of grades, we find the number 75 which is on card No. 48 and constitutes the average of the six grades mentioned.

Briefly in review, the device of FIGS. 5-14 includes linear scales having increments physically represented by individual cards, and each of the cards has precalculated charts for immediately providing the average of a plurality of grades or figures. The collection of cards eliminates tedious calculation.

The linear graph principal is of course applicable to the averaging of grades below 50. As one will recall, the card system is of minimal size because most grades being averaged are above 50. Occassionally, even an excellent student will get a grade of less than 50, and this can be averaged through use of either of the following expedients:

1. Add the grade being averaged plus 50 which is the equivalent of subtracting from 100 the 50 plus the grade being averaged. In effect what is being accomplished mentally and manually, is to flip the number of cards equal to the difference between 100 and 50 plus the grade being averaged.

For example, if the grade of 38 is to be averaged, one adds 50 plus 38 which equals 88 and files or enters 88 into the system, remembering that this is but a single operation when considering the number of grades being averaged; alternatively,

2. A card can be prepared as indicated hereinbefore l0 claim;

having an upper line prepared with a linear graph numbered from 100 back to 50 i.e. the equivalent of subtracting the grade of 50 from 100. A user first files or enters 50 into the system by flipping 50 cards. Then, referring to the lower scale or linear graph numbered from 0-49, the userlocates the grade to be averaged i.e. 38 in the example hereinbefore, and flips the cards i.e. files the 38 in the system and counts the two procedures as only one grade when determining the final average. I

. To facilitate the use of the calculator device, tabs that must be aligned have similar colors. The calculating device utilizes the principle where the differences between the perfect grade of 100 and the grade being averaged is being simulated and thus reduces the size of the cards and the amount of space taken up.

The cards identifying a linear scale are used as follows. The grade being entered on the linear scale is identified by a number which is located a segment distance equal to the difference between 100 and the number being entered. Location of this number on the very first card in the collection of cards nd moving into the collection results in coming into alignment with a card which is in the pack of cards the same number as the difference between 100 andthe number being entered. In other words, there is no measuring or calculating but pure manual mechanical manipulation of a set of cards proportioned and arranged so that if one can read numbers and has moderate dexterity, they can' readily average from 2 to 14 separate grades or numbers in a matter of minutes if not seconds.

It should be appreciated that when averaging a grade of 100, one does not move across the linear scale since the device is based upon the difference between 100 and a grade being averaged. Where the grade of 100 is being averaged, the difference between the grade being averaged and 100 is 0 and therefore the card is not moved. However, when computing the average from the averager charts, although the card has not been flipped for the grade 100, nevertheless, this grade must be considered as a grade having been averaged. It will also be appreciated that after a number of grades have been averaged, one can immediately determine the average for succeeding grades so that the instructor can apprise the student as-to what his average would be if he obtained a next grade of 100, 99, 98, etc. This is extremely important where a cumulative average of 75 is required, for example, to pass a course. If the student has taken four tests and his present average grade is 74, it is important that he be aware of what his next grade must be in order to raise his average to 75 or perhaps to 80 if this is the passing grade. The student could also be apprised that if he even obtained 100 on the succeeding examination perhaps it would not raise his grade suiticiently to pass a course.

1. A grade averaging device, comprising in combination:

linear grade recording means having equidistantly spaced increments representative of grades or per centages of grades from 100 as a perfect score to values less than 100 and comprising the difference between 100 and a given grade, said means comprising a collection of cards, and releasable binder means retaining the cards in displaceable assemled relatio r shi said car e ch ineludin a mear scale ongthe uppere ge avmg space 1ncrements'disposed equidistantly therealong; each card of said collection representing one of said increments;

said grade recording means having portions for progressively accumulating successive grades being considered and averaged in a simulated linear graph, including a vertically extending tab above said card edge along which said increments are equidistantly spaced, said tab including indicia indicative of previously accumulated grades which were recorded; and

precomputed averager chart means including intersecting portions having indicia representing the number of grades accumulated according to the difference between 100 and the numerical value of all of the grades being averaged,

said chart having a series of designated values representing grade averages to the nearest whole number for providing an average of the series to the nearest whole number.

2. A grade averaging device as set forth in claim 1, in which each of said cards includes a portion of said precomputed averager chart means whereby an accumulation of grades constituted by the difference between 100 and the numerical value of the grades can be immediately identified on that portion of the grade averager chart appearing on the card identifying the total accumulation of the grades being averaged.

3. A grade averaging device as set forth in claim 1, in which said vertically extending tabs are progressively disposed on successive, rear adjacent cards according to the position of the card in the collection.

4. A grade averaging device as set forth in claim 1, in which distinguishing coloring means are provided to distinguish adjacent increments along the edge of said cards.

5. A grade averaging device as set forth in claim 1, in which said averager chart means is so calculated as to provide predicted averages in relation to subsequent grades to be averaged for appraising a student as to the value of the next grade that must be obtained in order to achieve a given average in relation to the number of grades being averaged. 

1. A grade averaging device, comprising in combination: linear grade recording means having equidistantly spaced increments representative of grades or per centages of grades from 100 as a perfect score to values less than 100 and comprising the difference between 100 and a given grade, said means comprising a collection of cards, and releasable binder means retaining the cards in displaceable assembled relationship, said cards each including a linear scale along the upper edge having spaced increments disposed equidistantly therealong; each card of said collection representing one of said increments; said grade recording means having portions for progressively accumulating successive grades being considered and averaged in a simulated linear graph, including a vertically extending tab above said card edge along which said increments are equidistantly spaced, said tab including indicia indicative of previously accumulated grades which were recorded; and precomputed averager chart means including intersecting portions having indicia representing the number of grades accumulated according to the difference between 100 and the numerical value of all of the grades being averaged, said chart having a series of designated values representing grade averages to the nearest whole number for providing an average of the series to the nearest whole number.
 2. A grade averaging device as set forth in claim 1, in which each of said cards includes a portion of said precomputed averager chart means whereby an accumulation of grades constituted by the difference between 100 and the numerical value of the grades can be immediately identified on that portion of the grade averager chart appearing on the card identifying the total accumulation of the grades being averaged.
 3. A grade averaging device as set forth in claim 1, in which said vertically extending tabs are progressively disposed on successive, rear adjacent cards according to the position of the card in the collection.
 4. A grade averaging device as set forth in claim 1, in which distinguishing coloring means are provided to distinguish adjacent increments along the edge of said cards.
 5. A grade averaging device as set forth in claim 1, in which said averager chart means is so calculaTed as to provide predicted averages in relation to subsequent grades to be averaged for appraising a student as to the value of the next grade that must be obtained in order to achieve a given average in relation to the number of grades being averaged. 